The Nudge to Finish Up: A National Study of Community College Near-Completion Students

Autor/inn/en	Chen, Yu; Hu, Xiaodan
Titel	The Nudge to Finish Up: A National Study of Community College Near-Completion Students
Quelle	In: Research in Higher Education, 62 (2021) 5, S.651-679 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chen, Yu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-0365
DOI	10.1007/s11162-020-09613-9
Schlagwörter	Community Colleges; Two Year College Students; College Credits; Dropout Characteristics; Predictor Variables; Nontraditional Students; Behavior Patterns; Remedial Instruction; Course Selection (Students); Credentials + Suchen Sie Ihr Suchwort? Community college; Community College; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Prädiktor; Förderkurs; Course selection; Student; Students; Kurswahl; Studienbuch
Abstract	Community college near-completion students are community college starters who have accumulated a considerable number of credits but left college without any postsecondary educational credential. This quantitative study examined a nationally representative sample and intended to reveal significant predictors of becoming a community college near-completion student. We adopted Bean and Metzner's (1985) framework to focus on characteristics of nontraditional college students and Bahr's (2013) approach to emphasize students' course-taking patterns. We conducted a latent class analysis to explore students' course-taking patterns and examined whether different course-taking patterns would predict the likelihood of being a near-completion student using a logistic regression model. Findings indicated the significant role of course-taking patterns in predicting the likelihood of being a community college near completion student. Community college students who have taken and passed a large number of remedial courses are more likely to leave college without a credential. Additional interaction terms in the regression model further revealed the nuances in terms of the influences of course-taking patterns among various student sub-groups. Implications for practice and future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01